1. Asa Bradley &Beverly Vredevelt Spokane Falls Community College AsaB@Spokanefalls.edu BeverlyV@Spokanefalls.edu www.mac3.amatyc.org

2. Robert Orrill  “Numeracy is not the same as mathematics, nor is it an alternative to mathematics.“  Orrill defines it as a “cultural field where language and quantitative constructs merge and are no longer one or the other.” Mathematics and Democracy

3. Orrill calls upon the work of Lawrence Cremin who distinguishes between  Inert literacy …”a level of verbal and numerate skills required to comprehend instructions, perform routine procedures and complete tasks in a routine manner,”  Liberating literacy …”command of both the enabling skills needed to search out information (in our case-quantitative information) and the power of mind necessary to critique it, reflect upon it, and apply it in making decisions.” Mathematics and Democracy

4. “ An individual's capacity to identify and understand the role that mathematics plays in the world, to make well- founded judgments and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen.” - Programme for International Student Assessment (PISA, 2000)

5.  “The capacity to deal effectively with quantitative aspects of life is referred to by many different names, among them quantitative literacy, numeracy, mathematical literacy, quantitative reasoning, or sometimes just plain ‘mathematics ’.” Mathematics and Democracy

7. An Anecdote—Senta Raizen

8.  “Quantitative Literacy, the ability to use numbers and data analysis in everyday life, is everybody's orphan. Despite every person's need for QL, in the discipline-dominated K-16 education system in the United States, there is neither an academic home nor an administrative promoter for this critical competency." -Quantitative Literacy

9.  “Quantitative literacy is more about habits of mind than specific mathematical content. Therefore, the responsibility for developing quantitative literacy, like writing across the curriculum, is shared by the entire college faculty. However, mathematics faculty should lead the quantitative literacy movement by helping to establish a set of outcomes expected of students in each program.”  - AMATYC Beyond Crossroads

10. Complete the following statement: (think, pair, share…)  A quantitatively literate student should be able to...

11. QL Interdisciplinary? “Math in context” is another shorthand definition of QL. Many believe that from the above definitions that a single liberal arts mathematics course will not suffice. The inherent interdisciplinary nature coupled with the requirement of meaningful quantitative context demands that we as mathematics educators forge respectful relationships with our colleagues across the disciplines. We are called to coordinate across the disciplines to create a curriculum that effectively supports quantitative literacy in our colleges.

15. Accounting Anthropology Art/Art History Biology Business Career & Technical Campus-Wide Initiatives Chemistry Computer Information Systems Computer Science Economics Education English Environmental Science Ethnic Studies Ethnomathematics Geology Health Health & Human Services History Humanities Labor Studies Mathematics Nursing Physics Policy Studies Political Science Psychology Reading Sociology Spanish Speech Special Education Statistics and Data Analysis Study Skills Urban Planning

16. Successful Models:  Smaller Scale: Shared/Linked assignments Learning modules Mini lectures/Guest lectures Thematic Projects  Larger Scale: Learning Communities (Linked or fully co-taught) Campus wide initiative Integrated courses Service Learning Component

19.  What would a QL course look like? What would be your objectives?  Who are the students in your class? (Where will they go next? Where did they come from? Connect with the faculty of these classes.)  How can you add QL to your existing course?

20.  On your flip sheet, list out if you are working on a new course or an existing course?  Present to the group your ideas (from the handout) using the flip chart

21.  Who are your stakeholders on campus? (Your allies!)  What programs are already in place on campus that you can utilize?  What resources do you need? Be sure to think of people, administrative support, as well as money and supplies.  What obstacles do you see? Be sure to think of outside forces such as advising, student perceptions, administration, multi-campus coordination, etc.

22.  On your flip chart, list resources you anticipate needing?  With whom could you work on your campus?  What obstacles do you foresee?

23.  MAC 3 Projects and Courses http://www.mac3.amatyc.org/projects.htm  Quantitative Literacy/Reasoning http://www-math.cudenver.edu/~wbriggs/qr/qrtop.html  Mathematical Association of America SIGMAA-QL http://www.maa.org/Ql/  AMATYC, Crossroads in Mathematics http://www.imacc.org/standards/  National Numeracy Network http://serc.carleton.edu/nnn/  Transition Math Project http://transitionmathproject.org/  Project Links: Mathematics and its Applications in Engineering and Science http://links.math.rpi.edu/

24. www.mac3.amatyc.org Asa Bradley &Beverly Vredevelt Spokane Falls Community College AsaB@Spokanefalls.eduAsaB@Spokanefalls.edu BeverlyV@Spokanefalls.eduBeverlyV@Spokanefalls.edu